Test Bank for Political Science Research Methods

8th Edition Johnson Reynolds Mycoff 1506307825

9781506307824
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Chapter 5

1. Deciding how to measure the presence, absence, or amount of concepts in the real world for use in an
empirical investigation is the process of providing a(n) ________________ definition.
*a. Operational
Learning objective number: 5.1 Discuss the importance of operationalization in hypothesis measurement
Cognitive domain: Knowledge
Answer location: Devising Measurement Strategies
Question type: FIB

2. The ____________ method of measuring reliability also involves measuring the same attribute more
than once, but it uses two different measures of the same concept rather than the same measure.
a. Test-retest
*b. Alternate-form
c. Discriminant
d. Split-halves
Learning objective number: 5.3 Summarize the ways in which accurate measurements must be reliable
and valid
Cognitive domain: Comprehension
Answer location: The Accuracy of Measurements
Question type: MC

3. The __________ method of measuring reliability involves two measures of the same concept, with
both measures applied at the same time. The results of the two measures are then compared.
a. Test-retest
b. Alternate-form
c. Discriminant
*d. Split-halves
Learning objective number: 5.3 Summarize the ways in which accurate measurements must be reliable
and valid
Cognitive domain: Comprehension
Answer location: The Accuracy of Measurements
Question type: MC

4. ________ validity involves determining the full domain or meaning of a particular concept and then
making sure that measures of all portions of this domain are included in the measurement technique.
*a. Content
Learning objective number: 5.3 Summarize the ways in which accurate measurements must be reliable
and valid
Cognitive domain: Knowledge
Answer location: Validity
Question type: FIB

5. Which type of validity is demonstrated when a measure of a concept is related to a measure of another
concept with which the original concept is thought to be related?
a. Face
b. Content
*c. Construct
d. Discriminant
Learning objective number: 5.3 Summarize the ways in which accurate measurements must be reliable
and valid
Cognitive domain: Comprehension
Answer location: Validity
Question type: MC

6. _______________ tests validity by relying on the similarity of outcomes of more than one measure of
a concept to demonstrate the validity of the entire measurement scheme.
*a. Interitem association
Learning objective number: 5.3 Summarize the ways in which accurate measurements must be reliable
and valid
Cognitive domain: Knowledge
Answer location: Validity
Question type: FIB

7. Which level of measurement below best describes a variable for which the assigned values represent
only different categories or classifications for that variable?
*a. Nominal
b. Ordinal
c. Interval
d. Ratio
Learning objective number: 5.4 Describe different levels of measurement and their importance of
measurement precision
Cognitive domain: Comprehension
Answer location: The Precision of Measurements
Question type: MC

8. A(n) ___________ measurement assumes that a comparison can be made on which observations have
more or less of a particular attribute.
*a. Ordinal (level)
Learning objective number: 5.4 Describe different levels of measurement and their importance of
measurement precision
Cognitive domain: Knowledge
Answer location: The Precision of Measurements
Question type: FIB

9. A(n) ____________ variable has only two categories.

*a. Dichotomous
Learning objective number: 5.4 Describe different levels of measurement and their importance of
measurement precision
Cognitive domain: Knowledge
Answer location: The Precision of Measurements
Question type: FIB

10. A variable that measures education in number of years is an example of the _________ level of
measurement.
a. Nominal
b. Ordinal
c. Interval
*d. Ratio
Learning objective number: 5.4 Describe different levels of measurement and their importance of
measurement precision
Cognitive domain: Comprehension
Answer location: The Precision of Measurements
Question type: MC

11. ______ is a type of measurement error that results in systematically over- or under-measuring the
value of a concept.
*a. Bias
b. Operationalization
c. Standard error
d. Systematic validity
Learning objective number: 5.3 Summarize the ways in which accurate measurements must be reliable
and valid
Cognitive domain: Comprehension
Answer location: Validity
Question type: MC

12. The results of interitem association tests are often displayed in a ________. Such a display shows how
strongly related each of the items in the measurement scheme is to all the other items.
a. Frequency distribution
*b. Correlation matrix
c. Summation index
d. Likert scale
Learning objective number: 5.5 Identify different types of multi-item measures
Cognitive domain: Comprehension
Answer location: Multi-Item Measures
Question type: MC

13. A ___________ is a multi-item measure in which respondents are presented with increasingly
difficult measures of approval for an attitude
a. Summation index
b. Likert scale
*c. Guttman scale
d. Factor analysis
Learning objective number: 5.5 Identify different types of multi-item measures
Cognitive domain: Comprehension
Answer location: Multi-Item Measures
Question type: MC
14. A __________ score is calculated from the scores obtained on individual items. Each item generally
asks a respondent to indicate a degree of agreement or disagreement with the item.
a. Summation index
*b. Likert scale
c. Political analysis
d. Factor analysis
Learning objective number: 5.5 Identify different types of multi-item measures
Cognitive domain: Comprehension
Answer location: Multi-Item Measures
Question type: MC

15. A __________ is a method of accumulating scores on individual items to form a composite measure
of a complex phenomenon.
*a. Summation index
b. Likert scale
c. Guttman scale
d. Factor analysis
Learning objective number: 5.5 Identify different types of multi-item measures
Cognitive domain: Comprehension
Answer location: Multi-Item Measures
Question type: MC

16. A variable that measures education on a scale that includes (0) none, (1) less than college, (2) college,
(3) more than college, is an example of the _________ level of measurement.
a. Nominal
*b. Ordinal
c. Interval
d. Ratio
Learning objective number: 5.4 Describe different levels of measurement and their importance of
measurement precision
Cognitive domain: Comprehension
Answer location: The Precision of Measurements
Question type: MC

17. A ____________ measure is one that yields the same results on repeated trials.
*a. Reliable
b. Valid
c. Operational
d. Ordinal
Learning objective number: 5.3 Summarize the ways in which accurate measurements must be reliable
and valid
Cognitive domain: Comprehension
Answer location: The Accuracy of Measurements
Question type: MC

18. Which type of validity involves two measures which theoretically are expected not to be related and
thus the correlation between them is expected to be low or weak?
a. Face
b. Content
c. Construct
*d. Discriminant
Learning objective number: 5.3 Summarize the ways in which accurate measurements must be reliable
and valid
Cognitive domain: Comprehension
Answer location: Validity
Question type: MC

19. Why are reliability and validity threats to the accuracy of measures? In your answer please define both
terms.
*a. A reliable measure is one that produces consistent results on repeated trials. A valid measure is one
that measures what it is supposed to measure. Both reliability and validity are major threats to the
accuracy of measures. Unreliable measures will produce different results in repeated trial, and we will
therefore be unsure of whether we are accurately measuring a concept in any given trial. An invalid
measure consistently measures the wrong concept and is therefore useless in measuring the right concept.
Learning objective number: 5.3 Summarize the ways in which accurate measurements must be reliable
and valid
Cognitive domain: Comprehension
Answer location: Accuracy of Measures
Question type: SA

20. Imagine that you were to test a variable of your own design measuring ideology for validity. What
tests might you use, how would each test confirm validity, and what problems might you encounter in
establishing validity?
Another document from Scribd.com that is
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The Project Gutenberg eBook of Ægle and the elf, a fantasy
 This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.

Title: Ægle and the elf, a fantasy

Author: M. B. M. Toland

Illustrator: Theodor Baur

Frederick S. Church
W. Hamilton Gibson
W. St. John Harper
H. Siddons Mowbray
René Theophile de Quélin
Jessie Curtis Shepherd
S. W. Van Schaick

Release date: January 19, 2023 [eBook #69842]

Language: English

Original publication: United States: J. B. Lippincott Company, 1886

Credits: Charlene Taylor and the Online Distributed Proofreading

Team at https://www.pgdp.net (This file was produced
from images generously made available by The Internet
Archive/American Libraries.)

*** START OF THE PROJECT GUTENBERG EBOOK ÆGLE AND

THE ELF, A FANTASY ***
ÆGLE AND THE ELF

J. B. LIPPINCOTT COMPANY

STEREOTYPERS PRINTERS
Æ E .

A FANTASY.
 BY
M. B. M. TOLAND,
AUTHOR OF “SIR RAE,” “IRIS,” “ONTI ORA,” “THE INCA PRINCESS,” ETC.

ILLUSTRATED
WITH PHOTOGRAVURES OF ORIGINAL DRAWINGS BY EMINENT ARTISTS.

PHILADELPHIA:
J. B. LIPPINCOTT COMPANY.
L : 10 H S ,C G .
1887.

C , 1886, J. B. L C .
DESIGNS.
 LIST OF DRAWINGS

T N ’ Frontispiece.
Modelled by Theodor Baur.

T PAGE 13
Drawn by Wm. St. John Harper.

T N 17
Drawn by H. Siddons Mowbray.

W ! 21
Drawn by F. S. Church.

S E 25
Drawn by F. S. Church.

O - , 29
Drawn by W. Hamilton Gibson.

S 33
Drawn by Wm. St. John Harper.

T N 37
Drawn by S. W. Van Schaick.

H 41
Drawn by H. Siddons Mowbray.

T N 45
Drawn by Jessie Shepherd.

“Y E , !” 49
Drawn by Jessie Shepherd.

A ’ 53
Drawn by W. Hamilton Gibson.
I 57
Drawn by Wm. St. John Harper.

D D .
Drawn by René T. Quelin.
 ÆGLE

T moonbeams were lighting the watery way,

That rimpled
And dimpled,—
The Nymphs were at play;
’Neath willows whose branches were kissing the stream
So lightly
And brightly,
It almost would seem

The lovely young Naiads were swaying the tree,

To lash it
And dash it,
In frolicking glee.
I rested my oars on my frail little boat,
Still gliding,
Dividing
The cresses afloat.

When lo! a fair vision arose on the tide;

A maiden
All laden
With lilies to hide
Her love-dimpled blushes from glances too bold;
A daughter
Of water,
Like Venus of old.

She stood for one moment admiring herself;

Uprising,
Surprising
A young woodland Elf,
Who left his own forest in mirth-loving glee,
To ramble
And gambol
In wild ecstasy.

On a tree-top he sat, with a quizzical face,

Ne’er tiring
Admiring
The beauty and grace
Of Ægle, who saw, mirrored close by her side,
The young Elf
By herself
Impressed on the tide.

She instantly sank amid ripples of light,

That, laving,
Seemed waving
Her form from his sight.
Three lovely young Naiads arose on the tide,
While swimming
Were trimming
And drawing aside

A budding branch, cedar, that shaded so well,

Reposing,
And closing
The Nymph’s caverned cell.
So charming she looked in her fairy-queen pride,
And kindly,
He blindly
Plunged into the tide.

The water was instantly lashed into spray;

Half drowning,
And frowning,
The Elf got away.
The Naiads had vanished like flashes of light;
No daughter
Of water
Condoled his sad plight.

But ripples of laughter were heard everywhere,

With singing
And ringing
Of fairy-bells there.
The echoes trilled back from the grottos down deep,
“Young Elfin,
Thyself in
Thy element keep!”

Then home to his wild-wood returned the young Elf

Most gladly,
Though madly,
While drying himself.